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Cevriye Ergül; Gökçe Karaman; Gözde Akoğlu; Mümin Tufan; Ayşe Dolunay Sarıca; Zeynep Bahap Kudret

doi:10.17051/io.2014.71858

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Yıl 2014, Cilt: 13 Sayı: 4, 1449 - 1472, 03.11.2014

Cevriye Ergül , Gökçe Karaman Gözde Akoğlu Mümin Tufan , Ayşe Dolunay Sarıca , Zeynep Bahap Kudret

https://doi.org/10.17051/io.2014.71858

Cited By: 9

Öz

This study investigates early childhood teachers’ knowledge on early literacy, and their classroom practices promoting children’s early literacy acquisition. The “Teacher Interview Form” was developed by the researchers to determine teachers’ knowledge and practices on early literacy. Interviews were conducted individually with 17 kindergarten teachers. The data were analyzed using content analysis which is a technique used in qualitative research. The results revealed that an important number of the teachers did not have sufficient knowledge about early literacy, and that their classroom practices were not designed to adequately promote children’s early literacy acquisition. The findings are discussed within the context of the relevant literature and early childhood education system in Turkey. Implications for practice and recommendations for future research are presented.

Anahtar Kelimeler

early literacy, teacher opinions, early childhood

Kaynakça

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Okul Öncesi Öğretmenlerinin “Erken Okuryazarlık” Kavramına İlişkin Bilgi Düzeyleri ve Sınıf Uygulamaları

Yıl 2014, Cilt: 13 Sayı: 4, 1449 - 1472, 03.11.2014

Cevriye Ergül , Gökçe Karaman Gözde Akoğlu Mümin Tufan , Ayşe Dolunay Sarıca , Zeynep Bahap Kudret

https://doi.org/10.17051/io.2014.71858

Cited By: 9

Öz

Bu çalışmada okul öncesi öğretmenlerinin “erken okuryazarlık” kavramı ile ilgili bilgi düzeyleri ve erken okuryazarlığın geliştirilmesine yönelik uyguladıkları sınıf-içi etkinlikleri incelenmiştir. Çalışmanın verileri araştırmacılar tarafından ilgili alanyazın incelenerek oluşturulan “Erken Okuryazarlık ile İlgili Bilgi ve Uygulamaları Belirlemeye Yönelik Görüşme Formu” ile elde edilmiştir. On yedi okul öncesi eğitim öğretmeniyle birebir görüşmeler gerçekleştirilmiştir. Elde edilen veriler nitel araştırma yöntemlerinden içerik analizi ile çözümlenmiştir. Görüşmeler sonucunda elde edilen bulgular, öğretmenlerin önemli bir bölümünün erken okuryazarlık konusunda yeterli bilgi düzeyine sahip olmadıklarını ve sınıf içinde gerçekleştirdikleri uygulamaların erken okuryazarlık becerilerini destekleyecek nitelikte olmadığını göstermiştir. Elde edilen bulgular, ilgili alanyazın ve ülkemizdeki okul öncesi eğitim sistemi bağlamında tartışılmış ve öneriler sunulmuştur.

Anahtar Kelimeler

erken okuryazarlık, öğretmen görüşleri, okul öncesi

Kaynakça

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Allor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39, 72-79.
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: The research building blocks for teaching children to read: Kindergarten through grade 3. Jessup, MD: National Institute for Literacy.
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture-book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235–243.
Badian, N. A. (1995). Predicting reading ability over the long term: The changing roles of letter-naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45, 3-25.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Bracken, S. S., & Fischel, J. E. (2008). Family reading behavior and early literacy skills in preschool children from low-income backgrounds.Early Education and Development,19(1), 45-67.
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Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Bölüm	Makaleler
Yazarlar	Cevriye Ergül Gökçe Karaman Bu kişi benim Gözde Akoğlu Bu kişi benim Mümin Tufan Ayşe Dolunay Sarıca Zeynep Bahap Kudret Bu kişi benim
Yayımlanma Tarihi	3 Kasım 2014
Yayımlandığı Sayı	Yıl 2014 Cilt: 13 Sayı: 4

Kaynak Göster

APA	Ergül, C., Karaman, G., Akoğlu, G., Tufan, M., vd. (2014). -. İlköğretim Online, 13(4), 1449-1472. https://doi.org/10.17051/io.2014.71858
AMA	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. Kasım 2014;13(4):1449-1472. doi:10.17051/io.2014.71858
Chicago	Ergül, Cevriye, Gökçe Karaman, Gözde Akoğlu, Mümin Tufan, Ayşe Dolunay Sarıca, ve Zeynep Bahap Kudret. “-”. İlköğretim Online 13, sy. 4 (Kasım 2014): 1449-72. https://doi.org/10.17051/io.2014.71858.
EndNote	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z (01 Kasım 2014) -. İlköğretim Online 13 4 1449–1472.
IEEE	C. Ergül, G. Karaman, G. Akoğlu, M. Tufan, A. Dolunay Sarıca, ve Z. Bahap Kudret, “-”, İOO, c. 13, sy. 4, ss. 1449–1472, 2014, doi: 10.17051/io.2014.71858.
ISNAD	Ergül, Cevriye vd. “-”. İlköğretim Online 13/4 (Kasım 2014), 1449-1472. https://doi.org/10.17051/io.2014.71858.
JAMA	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. 2014;13:1449–1472.
MLA	Ergül, Cevriye vd. “-”. İlköğretim Online, c. 13, sy. 4, 2014, ss. 1449-72, doi:10.17051/io.2014.71858.
Vancouver	Ergül C, Karaman G, Akoğlu G, Tufan M, Dolunay Sarıca A, Bahap Kudret Z. -. İOO. 2014;13(4):1449-72.